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While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. been dismissed. An overview of the 2023 Ofsted science report | Cornerstones Education To reflect the importance of these discussions between practitioners, the leaders of all schools and settings in Wales are required to put arrangements in place to enable them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression. This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2 For further information about transition, please see the next section of this guidance. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Health and Wellbeing Health, Safety and Child Protection. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. Non-essential cookies are also used to tailor and improve services. Percentage , 3. Four overarching aims guide the entire curriculum. what needs to be done for them to get there, taking account of any barriers to their learning, creating a clear vision for a curriculum that supports learners realisation of the four purposes and supports individual learner progression, creating an environment that develops the necessary knowledge and skills to promote learner wellbeing, creating an environment based on mutual trust and respect, rather than one focused on compliance and reporting, enabling practitioners to develop the knowledge and skills necessary to carry out their role in assessment effectively, ensuring the design, adoption, review and revision of a curriculum that affords opportunities for practitioners to plan purposeful learning that addresses the needs of each learner, developing and embedding processes and structures that enable practitioners to develop a shared understanding of progression, ensuring there is a clear picture of learner progression within the school or setting that is understood by all practitioners, a process that embeds regular ongoing professional dialogue on progression into their systems to support self-reflection and inform improvement, ensuring there is a clear understanding of learner progression across schools and, where appropriate, settings, that feeds into discussions on learner progression within the school or setting, considering how additional challenge and support for the learner can be best provided, including working with other partners, encouraging engagement between all participants in the learning and teaching process in order to develop effective partnerships, ensuring that the statutory requirements have been met and that due regard has been paid to this guidance for assessment, and that practitioners are taking account of this in planning, learning and teaching and within daily practice, being clear about the intended learning, and planning engaging learning experiences accordingly, supporting the promotion of learner well-being through assessment practice, sharing intended learning appropriately with learners, evaluating learning, including through observation, questioning and discussion, using the information gained from ongoing assessment to reflect on own practice to inform next steps in teaching and planning for learning, providing relevant and focused feedback that actively engages learners, encourages them to take responsibility for their learning, and moves their learning forward, encouraging learners to reflect on their progress and, where appropriate, to consider how they have developed, what learning processes they have undertaken and what they have achieved, providing opportunities for learners to engage in assessing their own work and that of their peers, and supporting them to develop the relevant skills to do this effectively, developing learners skills in making effective use of a range of feedback to move their learning forward, involving parents and carers in learner development and progression, with the learners involvement in this dialogue increasing over time, engaging in dialogue with leaders and fellow practitioners to ensure they have a clear picture of the progress being made within their school, identifying any additional challenge or support learners may require, engaging with external partners where necessary, understand where they are in their learning and where they need to go next, develop an understanding of how they will get there, respond actively to feedback on their learning, and develop positive attitudes towards receiving, responding to and acting upon feedback in their learning, review their progression in learning and articulate this both individually and with others, reflect on their learning journey and develop responsibility for their own learning over time, engage regularly with the school or setting and its practitioners in order to understand and support their childs progression in learning, share relevant knowledge and understanding with the school or setting and its practitioners, which will support their childs learning and progression, respond actively to information provided about their childs learning and, in collaboration with the school or setting, plan ways of supporting that learning within and outside the school or setting, help practitioners assess and identify the needs of learners who may require additional support and then help them through the provision of advice and support. Progression Steps will take the form of a range of Achievement . Some of these may be specific to individual areas of learning and experience (Areas), some may apply across more than one Area and others may be specific to learners with additional needs. Encounters with employers and employees . It may also be appropriate for leaders to put arrangements in place which allows practitioners from their school/setting to participate in professional dialogue with representatives from various settings or sectors together for example, a primary school may wish to invite relevant funded non-maintained nursery settings to contribute to school cluster meetings or schools may meet through cross-cluster arrangements. Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . Progression in learning is a process of increasing depth, sophistication, engagement and learner control, rather than of covering a body of content. This might help define future priorities for leadership, curriculum design, planning, learning and teaching. period September 2022 to July 2025 and provides detailed action plans for the academic year 2022-23. New Curriculum 2022 | Alaw Primary School A vision statement developed by the group. The curriculum has been made in Wales but shaped . A review and recommendations on including Welsh history and perspective in school education. Members are from pioneer schools alongside representatives from Regional Consortia, Estyn and Qualifications Wales. Where possible, schools and settings should engage in professional dialogue beyond their cluster to help increase their understanding of progression. How will you ensure that the discussions within a school or setting can feed into dialogue across schools and settings and vice versa and that these have a positive impact on planning, learning and teaching? Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. Progression Steps and how they complement each other. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. This is key to enabling them to work towards realising the four purposes, as they progress through their school or settings and into different pathways beyond school. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. Principles of progression Mandatory In the Mathematics and Numeracy Area the model of progression is based on the development of five interdependent proficiencies, outlined below. At each progression step, schools and settings should not undertake specific assessment activities that are designed to make a judgement. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Curriculum for Wales: Progression Code PDF 603 KB This file may not be accessible. In 2016 we launched our first assessment products designed specifically for the Welsh curriculum. Mathematics Progression Points Year 3 (PDF) - uniport.edu Probability: Practice Worksheet | KS3 Maths | Beyond For Progression step 1, Wales, it is thought that children aged 3-5 will be in this level. engage with non-PRU EOTAS providers to which, or from which, they have learners transitioning and/or dual registered learners, inviting them to participate in ongoing professional dialogue. This understanding should be supported by the on-entry assessment arrangements. More From Twinkl . Confidently deliver Computing for the new Curriculum for Wales and develop students' ICT skills with the interactive, ac. developmentally appropriate relationships and sexuality education. This role should be supportive, building upon the practices already established at school or setting and cluster level, and should not be about external accountability. Estyn also have a duty to inspect in accordance with the legislation. An indication of how these discussions can support learner transition from year to year within a school/setting as well as between schools and settings), Identification of how internal discussions will inform wider discussions with other schools/settings as appropriate and vice versa, To discuss their understanding and experience of developing progression, schools and settings can use the. A summary of how professional learning is changing to meet the needs of the new curriculum. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. Curriculum for Wales Enabling Pathways guidance understanding group progress in order to reflect on practice. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). Presentations and videos about the Curriculum and Areas of Learning and Experience. Schools and settings should plan a range of assessment methods and techniques that are fit-for-purpose and support progression across the breadth of the curriculum. Curriculum for Wales Blog | A curriculum for life It grouped school years between the ages of five and sixteen into four "key stages". Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. website. Progression Steps | Important Information for Teachers - Twinkl The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. CEO designate, responsible to the Board for all aspects of Two Saints operations, including delivering an ambitious strategy of transformational change. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. PDF Curriculum for Wales 2022 - CSCJES Cronfa An Assessment Working Group has been central to developing the new proposals. From September 2022 it is statutorily required in primary and nursery education. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. (LogOut/ Donaldson Review: The 'purposes' and content of a Curriculum for Wales Use this powerpoint to learn about why we celebrate International Women's Day and why it is important. Curriculum for Wales: Mastering Mathematics for 11-14 years: Book 2. The Statements of What Matters in learning are the basis of progression. The Code sets out the ways in which a curriculum must make provision for all learners. This should be achieved by embedding assessment into day-to-day practice in a way that engages the learner and makes it indistinguishable from learning. If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. Art itself is not static, and its purposes, materials and methods are always evolving.'. Building on strengths and removing barriers - preparing for the . Request a different format. Includes strategy, reports, projects and assessments. All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. Temporarily removes the requirement for schools and funded nurseries to provide the basic curriculum and associated assessment arrangements. Curriculum for Wales: Progress in Computing for 11-14 years Qualifications Wales is working with stakeholders to co-construct a coherent and inclusive choice of bilingual qualifications for schools that aligns to Curriculum for Wales and meets the needs of all learners. 6 Areas of Learning and Experience from 3 to 16, 3 cross curriculum responsibilities: literacy, numeracy and digital competence, progression reference points at ages 5, 8, 11, 14 and 16. achievement outcomes which describe expected achievements at each progression reference point. Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. Brain Awareness Week is a global campaign held every March. As the new curriculum is built on progression, supporting learner progression is at the heart of the proposals. NSW Law Society of New South Wales, NSW Young Lawyers - The NSW Young Lawyers Mentoring Program unites newly admitted lawyers seeking guidance and support with more experienced lawyers who are willing to volunteer their time to assist those just starting out in their careers. The group will review learning resources and professional training in relation to the teaching of Black, Asian and Minority Ethnic (BAME) history, Welsh history and cynefin. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. Change), You are commenting using your Twitter account. For each, the guidance offers detail to guide curriculum planning and key questions to consider, including on progression and assessment, which are likely to inform local professional dialogue. Supporting materials on curriculum design, progression and assessment can be found on Hwb. Where possible, practitioners from funded non-maintained nursery settings should also take every opportunity to engage with other funded non-maintained nursery settings and maintained nursery schools to develop and maintain their understanding of progression and share their experiences of supporting learner progression. *Formative assessment is mainly undertaken with learners during the learning process to explore how they are progressing and to identify achievements, as well as to identify areas where their learning may need to develop further. Assessment is intrinsic to curriculum design and its overarching purpose within the curriculum is to support every learner to make progress. PACEY. The learner should be at the centre of the transition process. This guidance outlines the key principles and purpose of assessment, designed to support learner progression. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. The Institute of British Sign Language ('iBSL') has surrendered its status as a CCEA Regulation recognised awarding organisation. The statutory requirements for schools, EOTAS including PRUs, and FNNE in respect of assessment arrangements can be found in the summary of legislation section of the Curriculum for Wales guidance. Richard Gammage MSc MA - Chief Executive Officer designate - LinkedIn These assessment arrangements must continue to focus on understanding and supporting the progress made by these learners across the full breadth of the curriculum, and not just those aspects they are taking qualifications in. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. Leaders may wish to consider the questions below in doing this. their next steps and the support or challenge . This will help learners to develop knowledge, skills and understanding, and to apply them in different contexts. This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). New Curriculum for Wales. Sets out the 27 statements of what matters across the 6 areas of learning and experience. Curriculum designers should be aware that non-religious worldviews are diverse and should consider teaching a range of non-religious worldviews / philosophical convictions as set out in the Welsh Government legislative summary. The independent Audit Wales report on the Curriculum for Wales published on 26 May recognised the integrated nature of the wider education reform agenda: the fundamental importance of professional learning and pedagogy, the work on school improvement, self-evaluation and accountability, the reform of qualifications, and the important role of Local authorities and regional consortia have an important role in ensuring that all practitioners have an opportunity to participate in meaningful professional dialogue for the purposes of developing a shared understanding of progression. The purpose of the descriptions of learning is to provide guidance on the direction and pace of progression in order to support practitioners and inform their curriculum design and learning and teaching. We use Additions and Changes to Curriculum Guidance - 30th September Focus on how to take the pedagogy of the Foundation Phase into Key Stage 2, and begin to use new terminology for the phases; PS1, PS2, and PS3. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ). Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. This includes planning to support Year 6 learners transition to secondary school. Women Lawyers Association of NSW - An opportunity for female law . An assessment of how the Curriculum and Assessment (Wales) Bill will impact teaching and learning. Livraison gratuite partir de 20 . The framework for evaluation, improvement and accountability aims to drive behaviours which positively support and enable our vision for curriculum and assessment, giving practitioners and school leaders the confidence to learn and improve their practice continually to best support learner progression. Children will continue to be assessed and this will focus on ensuring that all pupils understand where they are and what they need to do next in order to progress. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. A prompt sheet developed by the group to support teachers to think about how their teaching reflects the multiethnic nature of Wales. This should take into account their developmental stage and any barriers to learning, ensuring that each learner is able to demonstrate progress in line with their individual ability. This professional dialogue is important to: To support this ongoing professional dialogue, all those participating in discussions should do so on an equal basis with practitioners sharing and reflecting on their own experiences of the learning process and of supporting learners to progress. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. KS2 Welsh Curriculum | Progression Step 3 - Twinkl Our frameworks cater for pupils working within the Progression Steps and pupils who are working below Progression Step 1. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. Healthy, confident individuals who . By continuing to use this site, you agree to our use of cookies. They must be appropriate for the needs of all their learners and should be made and implemented in accordance with the following. to improve the website performance by capturing information such as browser and device Create . plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . The role of leaders is to establish a strong learning culture that supports and challenges practitioners to enable learners to make appropriate progress. These statements articulate the 'big ideas' which learners explore and develop learning in. The Curriculum for Wales Guidance has been updated. Progression step 4. By supporting learners to understand their strengths, areas for improvement and next steps, assessment can help learners prepare for their external qualifications including making informed choices about the qualifications they take. These can be considered as both longitudinal and cross-sectional. Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. Table within Progression step 1 through 5, Column 1 refers to progression step 1 and carries on respectively. Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. How to use the curriculum planning support document is available as a pdf. I can listen to, understand and use basic concepts in language, e.g.